Of pages and paddles: Children’s expectations and mistaken interactions with physical–digital tools

Hornecker, Eva; Dünser, Andreas

doi:10.1016/j.intcom.2008.10.007

Cited by 68 publications

(33 citation statements)

References 18 publications

(25 reference statements)

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“…Several frameworks [25][26][27] have already been proposed to study the design space of tangible interfaces [28,29]. For example, Hornecker and Dünser [30] showed that pupils expect the system to match the physical properties of the tangible interface.…”

Section: Paper-based Interfaces In Educationmentioning

confidence: 99%

Paper Interfaces for Learning Geometry

Bonnard

Verma

Kaplan

et al. 2012

Lecture Notes in Computer Science

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Abstract. Paper interfaces offer tremendous possibilities for geometry education in primary schools. Existing computer interfaces designed to learn geometry do not consider the integration of conventional school tools, which form the part of the curriculum. Moreover, most of computer tools are designed specifically for individual learning, some propose group activities, but most disregard classroom-level learning, thus impeding their adoption. We present an augmented reality based tabletop system with interface elements made of paper that addresses these issues. It integrates conventional geometry tools seamlessly into the activity and it enables group and classroom-level learning. In order to evaluate our system, we conducted an exploratory user study based on three learning activities: classifying quadrilaterals, discovering the protractor and describing angles. We observed how paper interfaces can be easily adopted into the traditional classroom practices.

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Section: Paper-based Interfaces In Educationmentioning

confidence: 99%

Paper Interfaces for Learning Geometry

Bonnard

Verma

Kaplan

et al. 2012

Lecture Notes in Computer Science

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“…Players engaging with this hybrid reality hold intuitive expectations that it will function like the real world [56]. They naturally assume that physical properties, such as gravity, collisions and spatial containment, will hold true in the hybrid environment.…”

Section: World Consistencymentioning

confidence: 99%

Pre-patterns for designing embodied interactions in handheld augmented reality games

Barba

Radu

et al. 2011

2011 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities

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The game industry and related research communities have shown a surge of interest in reality-based interfaces that create "embodied" game play experiences. Handheld AR (HAR) is a reality-based interface that renders digital objects onto a player's perception of the physical world. HAR creates a hybrid space in which players can leverage their existing physical and social skills to interact with the game system and with each other. Although HAR has received some attention in the world of handheld gaming, there is little research that summarizes and communicates design principles and implications across multiple examples. In this paper, we analyze and generate design lessons from dozens of HAR games, drawn from academic and commercial AR games, and also our years of experience designing and teaching HAR game design. We summarize our experience in this new field into a set of design "pre-patterns" as a means of formalizing significant design lessons derived from these existing practices into repeatable principles and solutions. We contribute to both the game and interaction design communities with pre-patterns that support embodied game play. KEYWORDS:Handheld augmented reality interface, design patterns, game design, game interface. As new designers and researchers approach HAR technology, they are asking themselves similar questions. What kind of experience can HAR support and create for the player, aside from the shear "novelty" of the interface? What are the constraints and complexities that this technology adds? How can we transform embodied interaction with a HAR interface into meaningful embodied game play? Both AR research and game design communities have something to contribute to the discussion. AR researchers have investigated the affordances and constraints of AR interfaces [11,12], and empirically examined AR systems in a number of contexts, including collaborative work, instructor support, learning, and games [7,[13][14][15][16][17][18]. Game designers are familiar with game elements and conventions that are critical for enjoyable game experiences. We hope to bridge this discussion between the two communities by presenting our results as a collection of design pre-patterns for HAR games. INDEX TERMS:Design pattern research is a tool to capture and communicate repeated solutions for recurring problems in the field [19][20][21]. Although it was first created in the context of the mature field of architecture, recent research has suggested the idea that sharing design knowledge might also be appropriate for less mature design domains, such as ubiquitous computing and home technology [22,23]. Recognizing that HAR game design is a nascent, fast-growing domain, we adopt the term "pre-patterns" in our work, which has been used to identify patterns that focus on summarizing ongoing practice to inspire new design.In this paper, we present nine design pre-patterns that leverage four kinds of embodied human skills [4]. Different from software engineering design patterns, where the "problems" are usually ...

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“…However, preliminary results from some recent studies indicate that there are features and affordances of AR -as exemplified by augmented storybooks -that might considerably hamper the user experience and, as a corollary, present obstacles to learning. For instance, studies by Hornecker & Dünser (Dünser & Hornecker, 2007;Hornecker, 2007;Hornecker & Dünser, 2009) of children interacting with augmented storybooks showed that the physical affordances of tangible input devices made children expect the AR objects to obey to and yield the same physical behaviour as in real life.…”

Section: Tangibility and Haptics In Digital Technologiesmentioning

confidence: 99%

Point and Click: Theoretical and Phenomenological Reflections on the Digitization of Early Childhood Education

Mangen

2010

Contemporary Issues in Early Childhood

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This article presents some theoretical-methodological reflections on the current state of the art of research on information and communication technology (ICT) in early childhood education. The implementation of ICT in preschool has triggered considerable research activity on the educational potential of digital technologies. Numerous projects and studies are being carried out in several disciplines; however, there is little or no interdisciplinary exchange. In this article, the author presents and justifies a theoretical-methodological alternative -namely, piecemeal theorizing. Piecemeal theorizing consists in posing precisely formulated questions at different levels of generality, the pursuit of which will necessarily lead the researcher(s) in several disciplinary directions. The author suggests a mode of research conducted by multidisciplinary and piecemeal theorizing of precisely defined and demarcated questions at different levels of granularity, hence accumulating partial answers resulting in theory development and scientific progress -however incremental -in the field. By drawing on theories and perspectives from fields such as cognitive neuroscience, media psychology and phenomenology, we might be in a position to better address some fundamental and largely unaddressed questions pertaining to the potential impact of digital technology on children's learning. Specifically, the article focuses on one such question -namely, the particular intangibility of the digitaland reflects on the potential implications of this intangibility for learning and literacy development. The aim is thence to provide an alternative conceptual, theoretical and epistemological framework for studying the experiential impact of digital technology on preschoolers' literacy development.

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Of pages and paddles: Children’s expectations and mistaken interactions with physical–digital tools

Cited by 68 publications

References 18 publications

Paper Interfaces for Learning Geometry

Paper Interfaces for Learning Geometry

Pre-patterns for designing embodied interactions in handheld augmented reality games

Point and Click: Theoretical and Phenomenological Reflections on the Digitization of Early Childhood Education

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